Text Type: Poetry Students learn to write different types of poems.

S Westwood 2016

Program Adjustments Adjustments are measures or actions taken in relation to teaching, learning and assessment that enable a student to access syllabus outcomes and content.

Naplan Target Area/s: Recognise the relationship between text and illustrations Connect and interpret ideas Identify cause and effect Locate direct stated information Identify the main purpose for the inclusion of specific information, diagrams and illustrations Interpret an idiomatic phrase or the meaning a simple figurative expression

Quality Teaching Elements: Intellectual Quality Deep knowledge Deep understanding Problematic knowledge Higher Order Thinking Metalanguage Substantive Communication

Quality Learning Environment Explicit quality criteria Engagement High expectations Social support Student self-regulation Student self-direction

Significance Background knowledge Cultural knowledge Knowledge integration Inclusivity Connectedness Narrative

Class Organisation Appropriate materials and resources to support teaching and learning activities will be available for use throughout lessons. Teacher consideration will be given to students’ individual communication strategies, including verbal and non-verbal communication systems to ensure effective understanding of concepts, and content being taught. Teacher ensures a wide range of appropriate learning activities with structured opportunities for guided and independent practice and effective feedback are given and provided throughout each lesson. Teacher provides all students with a range of different learning opportunities such as group work, peer or volunteer tutoring and other individual assistance.

Concept Focus: Imagery Duration: Term 4, 2016 (10 Weeks)

Explanation of unit/overview The unit focuses on imaginative, informative and persuasive texts to understand imagery. It explores different media and how different authors use imagery to both enhance and disguise their intended meaning.

What do I what the students to learn? (Deep knowledge or enduring understanding) Imagery is the author’s use of language and text that appeals to the five senses in order to help the reader visualise exactly what is being described. Why does the learning matter? By understanding the concept, students will be able to use imagery to: Identify and use rich language forms and features to describe characters, events and places Enhance spoken and personal vocabulary in formal and informal situations Comprehend the author’s intended use of imagery.

Cluster: 9 Cluster: 10 Cluster: 11 Cluster: 12

Reading Texts Reads for sustained periods (15–20 minutes) and sustains understanding in longer texts over time, e.g. reading short novels over several days. Uses visual representations, e.g. photographs, tables, charts to enhance meaning when reading factual texts. Selects and uses the most effective word identification strategy to maintain fluency and meaning. Demonstrates an awareness of how to use skimming/scanning and text features such as subheadings to locate specific information. Uses screen navigation features when reading and viewing Internet texts.

Reading Texts Reads short novels with minimal illustration, unfamiliar content, settings and characters and challenging and unusual vocabulary. Adjusts rate of reading to suit text complexity and reading purpose. Uses more sophisticated word identification strategies to maintain word and sentence level fluency and create meaning, e.g. use of homonym, syllabification and analogy. Uses topic knowledge, vocabulary knowledge and context to read unknown words when engaging with subject texts. Chooses a reading path appropriate to the text (literary, factual and electronic) and navigates multimodal texts appropriate to the purpose.

Reading Texts Reads for sustained periods (20–30 minutes) and sustains understanding in longer texts over time, e.g. reading short novels over several days. Confidently engages with a wide range of authentic texts, e.g. newspapers, TV documentaries, websites and chooses reading pathways appropriate to the purpose for reading/viewing. Monitors reading for accuracy and meaning and adjusts reading when difficulties are encountered, e.g. adjusts speed, rereads and attends to most important information. Manipulates multiple texts that include a variety of purposes and modes to locate information for a specific purpose. Uses text navigation skills such as skimming and scanning to efficiently locate specific information in literary, factual and electronic texts.

Reading Texts Reads increasingly longer novels and subject texts using a range of effective word identification strategies to maintain meaning. Reads, views and uses a wide variety of literary and factual, print and electronic texts with increasing autonomy, e.g. extended novels and information texts, video documentaries, multimedia and performance texts, graphic material. Reads more demanding subject texts that have increasing levels of technicality and abstraction. Monitors reading for accuracy and meaning by selecting and using appropriate higher order word identification skills such as knowledge of word origins and analogy. Confidently adjusts the chosen reading/viewing pathway to achieve the intended purpose in literary and factual, print, electronic and multimodal texts.

Comprehension Builds understanding during reading by discussing possible consequences of actions and events. Interprets texts by recognising and discussing the difference between literal and inferred meaning in relation to information, characteristics and events. Builds understanding about the meaning of a text by actively seeking information from different parts of a text. Shows an awareness through discussion that texts can present different perspectives. Analyses the ways ideas and information are presented by making comparisons between texts.

Comprehension Interprets text by inferring connections, causes and consequences during reading. Responds to and interprets texts by discussing the differences between literal and inferred meanings. Interprets the meaning of a text by seeking further information in other sections of a text or in different texts. Identifies ways texts present different perspectives. Evaluates text accuracy and credibility by comparing texts on similar topic. Analyses and evaluates the relative importance of key ideas and information in a text to construct an overview.

Comprehension Analyses and evaluates the ways that inference is used in a text to build understanding. Re-examines sections of texts for evidence to support interpretations and opinions Evaluates a personal interpretation of a text by critically re-examining evidence within the text. Responds to themes and issues evident in texts that present different perspectives on a given topic or different points of view in a text. Analyses texts to explain and compare how audience, purpose and context influence texts. Critically analyses and interprets a text to create a summary that demonstrates an

Comprehension Interprets and critically analyses texts by responding to inferred meaning within a text and justifying interpretations using evidence. Reinterprets ideas and issues by creating innovative personal responses to ideas and issues in literary texts through oral, dramatic, written and multimodal presentations. Critically analyses a wide range of imaginative, informative and persuasive texts in different forms to compare how ideas are presented. Explains how texts can be interpreted from a variety of perspectives by discussing the ways that different views and values are presented.

Identifies and interprets main ideas and important information in a text to provide an accurate retell of a text. Analyses a text by discussing visual, aural and written techniques used in the text. Builds understanding about the meaning of a text by identifying and discussing text organisation and features, e.g. cohesive links.

Responds to and analyses texts by discussing the ways language structures and features shape meaning. Responds to and interprets texts by integrating sources of information in texts.

understanding of the different views and values represented. Analyses and responds to language and grammatical techniques used to influence an audience. Analyses and compares how information and ideas are presented in a range of texts on the one topic.

Interprets texts by identifying and discussing multiple purposes within the same text. Interprets and analyses several different texts on one topic to present a summary of information and ideas that show an understanding of the topic. •Analyses texts to compare how language structures and features are used to position readers and viewers. Analyses and evaluates how written information and visual images shape meaning by comparing texts on the same topic.

Vocabulary Knowledge Uses synonyms for a range of common words. Uses simple content specific vocabulary in appropriate ways when creating texts. Uses relevant vocabulary associated with digital technology and electronic texts. Understands how prefixes and suffixes change word meanings

Vocabulary Knowledge Demonstrates understanding that words can have different meanings in different contexts. Demonstrates expanded content vocabulary by drawing on a combination of known and new topic knowledge. Shows awareness that there are a number of ways to work out the meaning of unknown words. Finds the meaning of unknown/unfamiliar words in reference sources, e.g. dictionaries, thesauruses.

Vocabulary Knowledge Makes effective word choices in response to purpose and audience when creating texts. Demonstrates understanding of new words for new concepts. Applies knowledge of prefixes and suffixes to understand the meanings of new words and to create new words. Refines vocabulary choice in response to purpose and audience when editing and reviewing own and peer’s writing.

Vocabulary knowledge

Uses new words for known concepts, e.g. blissful for happy. Increasingly uses appropriate content vocabulary when creating spoken and written texts about specific topics. Accurately uses the vocabulary associated with digital technology and electronic texts. Draws on knowledge of word origins to work out meaning of new words.

Aspects of Writing Constructs well-sequenced imaginative, informative and persuasive texts using language appropriate to purpose and audience. Plans and organises ideas using headings, graphic organisers, questions and mind maps. Rereads texts during and after writing to check accuracy, consistency of meaning and fitness for purpose. Structures texts using paragraphs composed of logically grouped sentences that deal with a particular aspect of a topic.

Aspects of Writing Draws ideas from personal experiences, other texts and research to create imaginative, informative and persuasive texts for different audiences. Shows awareness of the need to justify opinions with supporting evidence. Locates resources and accesses information when planning. Rereads and revises text to check and improve meaning, deleting unnecessary information or adding new information. Creates meaningful sentences using a variety of sentence beginnings, including

Aspects of Writing Writes coherent, structured texts for a range of purposes and contexts. Deliberately structures language in a way that creates more cohesive imaginative, informative and persuasive texts. Shows awareness of accurately acknowledging sources in relevant texts. Refines writing in response to feedback. Selects appropriate language for purpose, e.g. descriptive, persuasive, topic, technical and evaluative. Uses topic sentences and appropriately

Aspects of writing Writes sustained texts for a wide range of purposes. Makes choices about the type and form of texts, including combinations of forms and types, to suit purpose and audience. Creates well planned, extended texts that include more complex and detailed subject matter and language features such as nominalisation. Critically reflects on effectiveness of own/others writing and seeks and responds to feedback from others.

Uses a variety of spelling strategies to spell high frequency words correctly. Uses simple word processing functions such as spell check, grammar check. Chooses verbs, adverbials, nouns and adjectivals to express specific ideas and details. Uses joined letters of consistent size Experiments with creating simple multimodal texts using digital text creation programs.

adverbial and adjectival clauses to create complex sentences. Uses sentence and simple punctuation correctly. Uses morphemic, visual, phonic knowledge and knowledge of prefixes and suffixes to spell and edit words. Uses grammatical features such as pronouns, conjunctions and connectives to accurately link ideas and information. Consolidates handwriting that is consistent in form.

organises main and subordinate ideas. Experiments with using complex punctuation to engage the reader and achieve purpose. Applies knowledge of generalisations, meanings of base words and word parts (prefixes and suffixes) to spell new words. Writes fluently with appropriate size, slope and spacing. Uses word processing programs confidently and accurately, integrating various functions. Plans and designs more complex multi modal texts.

Selects some sophisticated and subtle language features, literary devices (e.g. irony, humour) and grammatical features (e.g. modality) to engage and influence an audience. Makes sentence level choices (e.g. short sentences to build tension; complex sentences to add detail) using a variety of sentence beginnings and dependent clauses. Uses a range of punctuation to enhance meaning and clarity, including the use of brackets to enclose additional information, quotation marks and commas to indicate clauses. Integrates a range of spelling strategies and conventions to accurately spell most words, including words of many syllables. Uses visuals to extend or clarify meaning, selects from a range of media and experiments creatively with the production of multimodal texts for audience impact.

Aspects of Speaking Plans and delivers oral presentations on an extended range of topics for audiences beyond the immediate classroom, e.g. assembly presentations. Enhances presentations by using some basic oral presentation strategies such as using notes as prompts, volume and change in emphasis. Discusses the features of different spoken texts, e.g. formal versus informal interactions; persuasive versus informative. Contributes relevant ideas to discussions, asks questions and re-phrases to clarify meaning. Listens attentively, makes appropriate responses to what others say and constructively builds on the ideas of others. Uses group discussion protocols, e.g. turn taking.

Aspects of Speaking Provides detail and supporting evidence in a logical manner when speaking about opinions and ideas. Engages an audience when making oral presentations by using strategies such as facial expression, gesture, pause and repetition. Adjusts language used for a similar purpose but different, less familiar audiences, e.g. recount of same event to peer/teacher/principal, code-switching. Listens attentively and responds appropriately to spoken and multimodal texts that include unfamiliar ideas and information.

Aspects of Speaking Appropriately questions the viewer idea put forward, and expresses disagreement with sensitivity to the perspective of others. Uses multimedia to enhance meaning when communicating ideas and information to others. Discusses the use of different registers for different purposes, audiences and contexts. Logically develops arguments and points of view when planning more formal oral texts such as speeches and debates. Uses active listening strategies such as rephrasing ideas and clarifying and repairing breakdowns in communication.

Aspects of speaking Effectively sustains a point of view throughout a discussion or debate, drawing on a range of sources to provide justification. Analyses, synthesises and evaluates the views and reasons put forward by others. Plans, rehearses and makes adjustments to oral presentations for specific purposes and audiences. Refines and expands active listening strategies to include strategies such as challenging others ideas, providing feedback and support for others. • Listens attentively to lengthier and challenging spoken and multimodal texts to gather and evaluate key information.

Writing and representing EN3-2A composes, edits and presents well-structured and coherent texts Engage personally with texts understand and appreciate the way texts are shaped through exploring a range of language forms and features and ideas experiment and use aspects of composing that enhance learning and enjoyment Understand and apply knowledge of language forms and features plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1704, ACELY1714) understand, interpret and experiment with the use of imagery in imaginative texts, poetry and songs, eg similes, metaphors, personification and sound devices such as alliteration Respond to and compose texts Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) reread and edit students' own and others' work using agreed criteria and explaining editing choices (ACELY1705, ACELY1715) experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800) Understand and apply knowledge of language forms and features identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse (ACELT1617)

Teac

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Str

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Cooperative/Group Reflection Recording Information Thinking Tools Other Group Work Eight Square Think. Pair. Share Elevator Speech Gallery Walk Role Play

Values line Placemat Envoy Graffiti Round Robin Round Table Snow Ball Debates

Future Wheel Stations Thumbs Up/Down Call Out Card Clusters Numbered Heads

Two Stars and a Wish 5 Fingers 321 PMI Today

Semantic Grid Structured Overview Venn Diagram Table Y Chart Decision Tree Retrieval Chart

Rubric Mind Map T-Chart KWL Diagram Flow Chart Graph Brainstorm

Multiple Intelligences Blooms Taxonomy Six Thinking Hats SCAMPER Inquiry Process Discussion Gradual Release of Responsibility

Journals Interview Conferencing Thinkers Keys Problem Solving Questioning Modelling Scaffolding

Computers iPads Learning Centres Smart Board

Grammar, punctuation and vocabulary EN3-6B uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies Understand and apply knowledge of language forms and features understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea (ACELA1508) understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512) Respond to and compose texts

select appropriate language for a purpose, eg descriptive, persuasive, technical, evaluative, emotive and colloquial, when composing texts Thinking imaginatively, creatively, interpretively and critically EN3-7C thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts

Reflecting on learning EN3-9E recognises, reflects on and assesses their strengths as a learner Develop and apply contextual knowledge reflect on own learning achievements against specific criteria Respond to and compose texts critically reflect on the effectiveness of their own and others' writing, seeking and responding to feedback identify selections of own writing that they believe reflect their growth and competence as writers

Focus Learning Experiences (60 min) Resources Assessment WALT: I will be able to: * create a poem using 100 things that I love in different fonts and colours *Use at least 2 metaphors in my poem *Choose my top 10 *record in Explain Everything WILF: I will be a successful learner when I can: * create a poem using 100 things that I love in different fonts and colours *Use at least 2 metaphors in my poem *Choose my top 10 *record in Explain Everything TIB: This is so that I can: * write my own poem and present it in an interesting way

100 Things that I Love

Discuss metaphors with students using poster and think of examples (Brainstorm)

Open Google Slide presentation 100 Things that I Love. Fill this slide with 100 things that you love. Use different fonts, colours etc. On the next slide Copy and paste your top 10 things here. Mix and match to make your poem Copy and paste top 10 things Mix and match to make your poem Explain the task What did you have to create? The process - how did you create it? Explain what you learnt Explain your new learning. What can you teach others from creating your task?

Metaphor poster- Placemat Metaphor examples: http://examples.yourdiction ary.com/metaphor- examples-for-kids.html Haiku poster Computers/IPad Google Classroom Google Slide Presentation 100 things that I Love

Summative: Work sample- 10-line poem with title. Features metaphors topic 100 things that I love Summative: Rubric- Assess students’ final poem against poetry rubric. Assign one mark for emerging, two for competent and three for highly competent.

Focus Learning Experiences (60 min) Resources Assessment

WALT: I will be able to: *Understand the structure of a 6-word Memoir *Create a class eBook - using Google Slides or Book creator. WILF: I will be a successful learner when I can: *Understand the structure of a 6-word Memoir *Create a class eBook - using Google Slides or Book creator TIB: This is so that I can: * write my own poem and present it in an interesting way

6 Word Memoir

What is a Memoir? A historical account or biography written from personal knowledge. An autobiography or a written account of one's memory of certain events or people. Write your “life story” in only 6 words … That’s all you get! Students create own 6-word memoir poem Can you tell the story of your future in SIX words? Think about any interesting experiences you may have had in your life. In ONLY 6 words write a sentence that reflects you. It can be a place you have traveled to, or a special talent that is unique. It could be a memory that is significant to you. Every life has a story and every story is special. Explain the task What did you have to create? The process - how did you create it? Explain what you learnt Explain your new learning. What can you teach others from creating your task?

Writing paper/blank paper Computers/IPad Google Classroom Google Slide Presentation 6 Word Memoir Examples of 6 word Memoirs

Summative: Work sample- 6 word, memoir Summative: Rubric- Assess students’ final poem against poetry rubric. Assign one mark for emerging, two for competent and three for highly competent.

Focus Learning Experiences (60 min) Resources Assessment

WALT: I will be able to: *Understand the structure of a Cinquain poem *Write a Cinquain poem using nouns, adjectives, verbs, synonyms, antonyms and alliteration. *record in Explain Everything WILF: I will be a successful learner when I can: *Understand the structure of a Cinquain poem *Write a Cinquain poem using nouns, adjectives, verbs, synonyms, antonyms and alliteration. *record in Explain Everything TIB: This is so that I can: * write my own poem and present it in an interesting way

Cinquain

What is a Cinquain? A Cinquain is a five-line poem that describes a person, place, or thing.

One vague or general one-word subject or topic Two vivid adjectives that describe the topic

Three interesting -ing action verbs that fit the topic A phrase that captures feeling about the topic A very specific term that explains the first line.

Brainstorm on blank paper for different ideas of something uniquely Australian. When possible, try to use poetic devices - alliteration, Because the poem has a limited number of words, choose each word carefully! Explain the task What did you have to create? The process - how did you create it? Explain what you learnt Explain your new learning. What can you teach others from creating your task?

Writing paper/blank paper Computers/IPad Google Classroom Google Slide Presentation Cinquain Google Drawing- Graphic organiser Alliteration poster- Placemat Examples of Cinquain

Summative: Work sample- Five lines each containing the correct word types and amount of words. Alliteration have been attempted and word choice reflects an extended vocabulary. Summative: Rubric- Assess students’ final poem against poetry rubric. Assign one mark for emerging, two for competent and three for highly competent.

Focus Learning Experiences (60 min) Resources Assessment

WALT: I will be able to: *Understand the structure of free verse *Create a free verse poem using magnetic words *use onomatopoeia WILF: I will be a successful learner when I can: *Understand the structure of free verse *Create a free verse poem using magnetic words *use onomatopoeia TIB: This is so that I can: * write my own poem and present it in an interesting way

Halloween

What is Free Verse? FREE VERSE is a kind of poetry that has no real rhythm or pattern, so you can put words together in all sorts of ways. You can be VERY imaginative! Click and drag the magnetic words to create a Halloween poem. Then, brainstorm on blank paper for different ideas about Halloween. How does it feel, look, smell like etc Create your own Magnetic Poem template for a friend to use. Explain the task What did you have to create? The process - how did you create it? Explain what you learnt Explain your new learning. What can you teach others from creating your task?

Writing paper/blank paper Computers/IPad Google Classroom Google Slide Presentation Halloween Examples of Free Verse What is onomatopoeia

Summative: Work sample- Magnetic Halloween Poem Summative: Rubric- Assess students’ final poem against poetry rubric. Assign one mark for emerging, two for competent and three for highly competent.

Focus Learning Experiences (60 min) Resources Assessment

WALT: I will be able to: *Understand the structure of free verse **Understand Syllables in words * Create a Slide for a class Google Slide Presentation WILF: I will be a successful learner when I can: **Understand Syllables in words * Create a Slide for a class Google Slide Presentation TIB: This is so that I can: * write my own poem and present it in an interesting way

Just a Roll Away What is Free Verse? FREE VERSE is a kind of poetry that has no real rhythm or pattern, so you can put words together in all sorts of ways. You can be VERY imaginative! Roll the dice to see how many syllables your poem will have for each line. Explain the task What did you have to create? The process - how did you create it? Explain what you learnt Explain your new learning. What can you teach others from creating your task?

Writing paper/blank paper Computers/IPad Google Classroom Google Slide Presentation Just a Roll Away Google Slide Presentation Just a Roll Away – student to create class presentation Examples of Free Verse

Summative: Work sample- Just a Roll Away 6-line Poem with the correct number of syllables in each line Summative: Rubric- Assess students’ final poem against poetry rubric. Assign one mark for emerging, two for competent and three for highly competent.

Focus Learning Experiences (60 min) Resources Assessment

WALT: I will be able to: *Understand the structure of free verse *Create a photo collage with 5 other students WILF: I will be a successful learner when I can: *Understand the structure of free verse *Create a photo collage with 5 other students TIB: This is so that I can: * write my own poem and present it in an interesting way

Spine Poetry

What is Free Verse? FREE VERSE is a kind of poetry that has no real rhythm or pattern, so you can put words together in all sorts of ways. You can be VERY imaginative! Browse through the library and stack your books into a spine poem Take a picture of your free verse poem. Use books from the library - fiction, nonfiction, picture books to create free verse poems. Choose at least 4 books to create your poem. They can be about any topic that you like. Just have fun Explain the task What did you have to create? The process - how did you create it? Explain what you learnt Explain your new learning. What can you teach others from creating your task?

Writing paper/blank paper Computers/IPad Google Classroom Google Slide Presentation Spine Poetry Library Books iPads Photo Collage Apps

Summative: Work sample- Spine Poetry using at least 4 books created into a Photo collage with 5 other students Summative: Rubric- Assess students’ final poem against poetry rubric. Assign one mark for emerging, two for competent and three for highly competent.

Focus Learning Experiences (60 min) Resources Assessment

WALT: I will be able to: *Understand the structure of Tanka Poetry *Understand Syllables in words *Use metaphor, simile or personification in my poem * Create a Slide for a class Google Slide Presentation WILF: I will be a successful learner when I can: *Understand the structure of Tanka Poetry *Understand Syllables in words *Use metaphor, simile or personification in my poem * Create a Slide for a class Google Slide Presentation TIB: This is so that I can: * write my own poem and present it in an interesting way

Tanka Poem What is Tanka? The Tanka is similar to a Haiku poem but there are five lines in a Tanka poem. Just like many Japanese poems, Tanka’s are generally about nature, seasons, love, sadness and other strong emotions. Each line can contain a separate thought or one thought that can be split between two or more lines. To create a Tanka Poem: Line 1: 5 syllables Line 2: 7 syllables Line 3: 5 syllables Line 4: 7 syllables Line 5: 7 syllables It uses simile, metaphor and personification. Explain the task What did you have to create? The process - how did you create it? Explain what you learnt Explain your new learning. What can you teach others from creating your task?

Writing paper/blank paper Computers/IPad Google Classroom Google Slide Presentation Tanka Metaphor placemat

Simile placemat

Personification Placemats

Examples of Tanka

Summative: Work sample- Tanka poem

about Pink Eucalyptus flowers

Summative: Rubric- Assess students’ final poem against poetry rubric. Assign one mark for emerging, two for competent and three for highly competent.

Focus Learning Experiences (60 min) Resources Assessment WALT: I will be able to: Understand the structure of Pensee Poetry *Understand Syllables in words *Use metaphor, simile or idioms in my poem * Create a Slide for a class Google Slide Presentation WILF: I will be a successful learner when I can: *Understand the structure of Pensee Poetry *Understand Syllables in words *Use metaphor, simile or idioms in my poem * Create a Slide for a class Google Slide Presentation TIB: This is so that I can: * write my own poem and present it in an interesting way

Pensee Poetry

What is Pensee? The Pensee is a five-line, structured poem that does not rhyme. Each line has a specific number of syllables. Line 1: Subject - 2 syllables Line 2: Description - 4 syllables Line 3: Action - 7 syllables Line 4: Setting - 8 syllables Line 5: Final thought - 6 syllables Choose between 2 Australian images and create a Pensee Poem. Brainstorm words that can be used that will fit into the subject, action, description, setting and final thought structure. Explain the task What did you have to create? The process - how did you create it? Explain what you learnt Explain your new learning. What can you teach others from creating your task?

Writing paper/blank paper Computers/IPad Google Classroom Google Slide Presentation Pensee Poem Simile placemat

Metaphor placemat

Idiom placemat

Summative: Work sample- Pensee poem following the structure metaphor, simile or idioms are present Summative: Rubric- Assess students’ final poem against poetry rubric. Assign one mark for emerging, two for competent and three for highly competent.

Poetry Rubric Student Name: _____________________ Poem Type: _____________________

2 Stars and a Wish

Criteria Having Difficulties Working Towards Satisfactory Working Beyond

Titles, Layout and Punctuation

No title or layout evident. Title present but missing capital letter/s. Poem layout may not be accurate to chosen poem type or contain correct punctuation.

Title on its own line at the top. Poem layout is reflective of poem type. Contains correct punctuation for poem type.

Title on its own line at the top with capital letter/s. Poem layout is accurate to the poem type and all punctuation is correct.

Poem Structure Poem type is not clear. One or two elements of poem structure are evident.

Most elements of poem structure are evident.

All elements of poem structure are evident.

Vocabulary Uses an immature and limited vocabulary.

Uses words that lack variety and it is sometimes dull and boring.

Uses words and phrases that paint a picture in the reader’s mind.

Uses vivid words and phrases that paint a picture in the reader’s mind.

Poetry Devices and Creativity

No poetry devices have been utilised No original ideas. Poem shows no creativity.

Verbs and/or adjectives are present. Poem features a cohesive idea. Poem has some creative ideas.

Correct poetry devices have been used. Poem features original ideas. Poem has many creative ideas.

Poetry devices have been used to add greater meaning and effect to the poem. Poem contains original ideas. Poem has a multitude of creative ideas

Effort and Presentation

No effort to present their poem neatly has been made. Work lacks understanding of what they needed to do.

Colour and decoration are present but may not be neat. Work demonstrates some understanding of what was needed.

Handwriting/ Digital copy is neat. Colour and decoration are neat and tidy. Work demonstrates an understanding of what was needed.

Handwriting/ Digital copy is neat, Colour and decoration add meaning and effect to the poem. Work demonstrates a complete understanding of what was needed and goes beyond